A Study on Teaching Methods to Improve English Oral Reading Skills for University Slow Learners:

Utilizing Individualized Feedback from a Teacher

Abstract

The purpose of this practical study is to investigate whether implementing effective oral reading instruction for slow learners will enhance their ability of reading aloud and motivation in English learning. Additionally, this study aims to examine whether providing individual feedback from the teacher will further increase learners’ ability of reading aloud and motivation in English learning. The participants were first-year university students. They were divided into three groups: Treatment Group A, which received effective reading aloud instruction and feedback, Treatment Group B, which received effective reading aloud instruction and no feedback, and the Control Group, which received minimal reading aloud instruction and no feedback. We found the effective oral reading instruction is particularly effective for intermediate and lower-level students. The survey results indicated that the group that engaged more in reading aloud perceived its effectiveness, expressing a desire to continue incorporating reading aloud into their future English learning endeavors.